19 Kintara Drive, Massey, Auckland
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Colwill Kindergarten is very well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Colwill Kindergarten in Massey provides high quality education and care for up to 30 children over two years of age. It offers six-hour days. Children and their families come from diverse cultures and some speak several languages.
The kindergarten's philosophy is based on teachers' belief that children are capable learners, and their aim to support children to become lifelong learners. Maintaining caring and respectful relationships with children and their families is a key aspect of the philosophy. Links to the wider community are well established Children regularly visit the bush in the adjacent school, to learn about the native bush of Aotearoa New Zealand.
The kindergarten is also a member of Te Kāhui Ako o Tiriwā, a community of learning.
Colwill Kindergarten has a history of positive ERO reviews. The 2014 ERO report noted effective leadership, positive learning relationships and children being highly engaged in their play. These good practices continue to be strongly evident. Promoting computer technologies and enhancing teachers' bicultural focus were areas for development. Good progress has been made in these areas.
The kindergarten operates as part of the Auckland Kindergarten Association (AKA). The association provides a framework of policies and operational guidelines, support personnel and programmes of professional learning and development. The AKA is establishing new roles and responsibilities at management and governance levels. Recruitment of appropriate personnel to fill identified roles is underway.
This review was part of a cluster of nine reviews in the AKA.
Children are regarded as capable learners who can lead their own learning. They arrive at the kindergarten enthusiastic about engaging in activities, and quickly find interests to explore. Children are articulate and readily converse with teachers and their peers. They work confidently and independently, or in culturally mixed groups, and benefit from a rich variety of accessible resources. Teachers' inclusive practices support children to respect and value others. Children with additional learning needs are warmly included. The diversity of the multicultural community is acknowledged, valued and celebrated.
Children have positive and friendly relationships with their teachers. Teachers are responsive to children’s developmental interests. They recognise that their youngest group is still becoming familiar with the resources and learning self-help skills. Older children engage in 'inquiry learning' through ongoing topics that support them to theorise, problem solve, negotiate and work collaboratively. They also develop tuakana/teina relationships with younger children and model strategies for independent learning.
Teachers provide high quality education and care for children. They skilfully prompt children to explore resources and the environment. Teachers use open questions to foster problem solving and provoke new ideas. They have high expectations that children will take learning risks, develop social competence and become familiar with te reo and tikanga Māori.
Children benefit from authentic opportunities to develop literacy and numeracy skills. They enjoy many experiences that support early learning in science and technology. Teachers use mat time activities, singing and story reading to support children's language acquisition. They also recognise the benefits of children using digital technologies as learning tools. Further development of this aspect of the curriculum is planned.
Parents are encouraged to be partners in their children's learning. Teachers respond to parents' aspirations for their children, and value the skills and knowledge that families share. They keep families well informed through frequent informal discussions, electronic communications, and attractive wall displays.
The kindergarten is well managed. The head teacher is an experienced leader. She values teachers' different strengths and interests, and shares responsibilities with them. Together they use the strategic action plan to achieve goals that align with AKA expectations. Teachers have established meaningful internal evaluation processes that include a regular review cycle, spontaneous review, and strategic evaluations that are sustained over time.
Teachers use relevant appraisal processes to identify professional goals. This helps them to be innovative and reflective in their teaching practice. They find the professional development offered by AKA useful and informative. This support has helped them to develop a vision and contribute to the priorities for the kindergarten.
Teachers' key next steps have been identified through internal evaluation and include:
continuing to contribute ideas to the kāhui ako
enhancing programme planning by including parent aspirations for their children's learning
continuing to use effective internal evaluation to sustain and improve current good practice.
It would be useful for AKA to:
monitor that all part time or relieving teachers are well informed about AKA policies and procedures
increase support to improve assessment practices, planning and evaluation
continue to support teachers to fully implement Te Whāriki 2017.
Before the review, the staff and management of Colwill 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:
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
20 February 2019
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.
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Location |
Massey, Auckland |
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Ministry of Education profile number |
5042 |
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Licence type |
Free Kindergarten |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
30 children aged over 2 years |
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Service roll |
45 |
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Gender composition |
Girls 29 Boys 16 |
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Ethnic composition |
Māori |
10 |
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Percentage of qualified teachers |
80% + |
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Reported ratios of staff to children |
Over 2 |
1:10 |
Meets minimum requirements |
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Review team on site |
November 2018 |
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Date of this report |
20 February 2019 |
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Most recent ERO report(s) |
Education Review |
September 2014 |
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Education Review |
April 2011 |
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Education Review |
April 2008 |
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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.
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Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Colwill Kindergarten provides high quality education and care. Children experience respectful, positive relationships within an inclusive and stimulating environment. Families attending come from a diverse range of cultural and ethnic backgrounds and can choose to send their children for half-day sessions or for school day hours.
A well qualified teaching team work cohesively to provide a well considered programme for children. Teachers continually review the environment to promote high quality outcomes for children. The kindergarten’s commitment to environmental sustainability is evident.
The kindergarten’s philosophy aims to foster children’s curiosity and enquiry, and to nurture their wellbeing and sense of belonging. The celebration of children’s cultures and experiences has helped teachers, whānau and children understand each other better.
Staff have positive connections with the wider community. Regular meetings with leaders at the local kohanga reo, a Samoan pre-school and a refugee centre have enriched the kindergarten's cultural celebrations. These good relationships are enabling the kindergarten to further develop its bicultural curriculum and to strengthen the capacity of teachers to cater more effectively for the multi-ethnic community. Teachers work closely with families needing support to ensure that all children receive a good quality education.
Colwill Kindergarten is part of the Auckland Kindergarten Association (AKA) and operates within the policies and management framework of this organisation. A professional services manager (PSM) visits regularly and provides professional advice and support for teachers.
This review was part of a cluster of ten reviews in the Auckland Kindergarten Association.
Teachers provide a high quality, child-led programme. The curriculum is underpinned by the principles of Te Whāriki, the early childhood curriculum. Teachers have a deep commitment to being inclusive of all learners and to promoting a bicultural curriculum. Respectful relationships are central to the kindergarten’s approach to providing positive outcomes for children. Teachers affirm and build on the strengths children bring. Children’s language, culture and identity are valued and promoted in the kindergarten.
Children make choices about their play in a vibrant and well resourced environment. They have a strong sense of belonging in their kindergarten and are enthusiastic about sharing their ideas. They trust adults and play well together. They have very good opportunities to explore and be physically active in the spacious outdoor area. Children engage in creative and imaginative play and have many opportunities to experience art, dance, and musical activities.
Teachers value and use parent information, ideas and support to help children become confident, capable learners. Teachers work as a high performing, cohesive team. Children have good opportunities to explore and experience literacy, numeracy, and science in meaningful ways. Children’s portfolios are highly valued, by teachers, children and families and show the development of children’s interests. Children living close to school are very well supported as they move on to start school.
Self review is relevant, child focused, and used to bring about improvement. Clear strategic goals, which align to the kindergarten’s vision statement and centre philosophy, are clearly outlined in annual plans. Teachers’ performance appraisals promote high quality teaching practice and leadership opportunities. Teachers are now keen to receive and gather parent and whānau feedback to help further improve teaching and learning.
The head teacher provides strong professional leadership. Positive working relationships contribute to the centre’s culture of trust and respect. Teachers model good practice for teachers from the wider network of early childhood professionals. There are effective systems and a comprehensive framework of policies and procedures.
The Auckland Kindergarten Association has good systems for self review and accountability to guide kindergarten management, and it continues to provide effective governance for kindergartens. The AKA has a strong commitment to biculturalism and to implementing strategies that support kindergartens in promoting positive outcomes for all children. The association is currently reviewing the appraisal process used in all of its kindergartens.
ERO and the centre managers agree that next steps for teachers include continuing to:
Before the review, the staff and management of Colwill 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 Colwill Kindergarten will be in four years.
Dale Bailey
National Manager Review Services Northern Region
12 September 2014
|
Location |
Massey, Auckland |
||
|
Ministry of Education profile number |
5042 |
||
|
Licence type |
Free Kindergarten |
||
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
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Number licensed for |
30 children, including up to 0 aged under 2 |
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Service roll |
45 |
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Gender composition |
Boys 23 Girls 22 |
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Ethnic composition |
Māori NZ European/Pākehā Samoan Tongan other ethnicities |
12 16 5 1 11 |
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Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates |
80% |
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Reported ratios of staff to children |
Over 2 |
1:10 |
Better than minimum requirements |
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Review team on site |
June 2014 |
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Date of this report |
12 September 2014 |
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Most recent ERO report(s) These are available at www.ero.govt.nz |
Education Review |
April 2011 |
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|
Education Review |
April 2008 |
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|
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.