247 Edmonton Road, Te Atatu South, Auckland
View on mapERO’s Akanuku | Assurance Review reports provide information about whether a service meets and maintains regulatory standards. Further information about Akanuku | Assurance Reviews is included at the end of this report.
Regulatory standards | ERO’s judgement |
| Curriculum | Meeting |
| Premises and facilities | Meeting |
| Health and safety | Meeting |
| Governance, management and administration | Meeting |
Since the onsite visit, the service has provided ERO with evidence that shows it has addressed non-compliances and is now taking reasonable steps to meet regulatory standards.
Edmonton Community Kindergarten is a not-for-profit incorporated and charitable society. Governance is provided by a management committee that works collaboratively with the qualified teaching team.
A fifth of children who attend are of Māori and or Pacific heritages. Other children attending come from a diverse range of cultural backgrounds.
Children’s learning is enhanced by adults engaging in meaningful, positive interactions to nurture reciprocal relationships with them. The curriculum acknowledges and reflects the unique place of Māori as tangata whenua. Children have an opportunity to develop an understanding of the cultural heritages of both parties to Te Tiriti o Waitangi.
The design and layout of the premises supports the provision of different types of experiences. Children access a language-rich environment and range of experiences and opportunities that enhance and extend their learning and development.
Service leaders must ensure consistent implementation of health and safety practices to maintain regulatory standards.
Next steps include:
During and since the onsite review, the service provided ERO with evidence that shows it has addressed the following non-compliances:
[Licensing Criteria for Early Childhood Education and Care Centres (2008)].
The next ERO review is likely to be an Akarangi | Quality Evaluation.
Patricia Davey
Director of Early Childhood Education (ECE)
22 February 2024
| Early Childhood Service Name | Edmonton Community Kindergarten |
| Profile Number | 20045 |
| Location | Te Atatu South, Auckland |
| Service type | Education and care service |
| Number licensed for | 30 children aged over 2 |
| Percentage of qualified teachers | 100% |
| Service roll | 39 |
| Review team on site | November 2023 |
| Date of this report | 22 February 2024 |
| Most recent ERO report(s) | Education Review, March 2020; Education Review, December 2015 |
All services are licensed under the Education (Early Childhood Services) Regulations 2008. The legal requirements for early childhood services also include the Licensing Criteria for Education and Care Services 2008.
Services must meet the standards in the regulations and the requirements of the licensing criteria to gain and maintain a licence to operate.
All early childhood services are required to promote children’s health and safety and to regularly review their compliance with legal requirements. Before the review, the staff and management of a service 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:
As part of an Akanuku | Assurance Review ERO assesses whether the regulatory standards are being met. In particular, ERO looks at a service’s systems for managing the following areas that have a potentially high impact on children's wellbeing:
As part of an Akanuku | Assurance Review ERO also gathers and records evidence through:
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Not well placed |
Requires further development |
Well placed |
Very well placed |
Edmonton Community Kindergarten is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Edmonton Community Kindergarten is located behind the Te Atatu South Community Centre. It is a not for profit incorporated and charitable society. The kindergarten was established over 50 years ago to serve children and families in the local community.
The kindergarten is licensed for up to 30 children between two and five years of age. In 2018 the licence was amended to increase the hours and provide flexible attendance options. Children can attend all day, morning or afternoon sessions, Monday to Friday. Children and families come from a diverse range of cultural backgrounds. A third of children who attend the kindergarten are Māori.
The kindergarten's philosophy emphasises the right of all children to attend high quality and affordable early childhood education. It promotes partnership with parents, whānau and the community and reflects Aotearoa New Zealand's bicultural partnership and commitment to the principles of Te Whāriki, the New Zealand early childhood curriculum.
The kindergarten is managed by a group of parents who are elected annually. The management committee works collaboratively with early childhood educators and delegates day-to-day management of the centre to the experienced head teacher.
Since ERO's 2015 review the kindergarten introduced an online platform to record and communicate children's learning to parents and whānau. The outside sandpit area has been redesigned and refurbished. The head teacher and other full-time teachers are qualified and registered with a new teaching team of two teachers.
Children are supported to be confident and competent learners. They settle quickly on arrival and are warmly welcomed by teachers. They lead the direction of their play based on their interests. Children have easy access to high quality resources and move freely between indoor and outdoor areas. They enthusiastically explore and investigate the spacious outdoor environment.
Interactions between teachers and children are positive and respectful. Children are well supported by teachers to be independent and develop their social skills. Teachers value and encourage a play-based programme that reflects the learning outcomes in the curriculum. Children actively initiate and engage in meaningful, sustained and purposeful play.
The kindergarten has strong connections to and highly respects parents, whānau and the community. Teachers know parents and whānau well. Teachers actively support the identity, language, and culture of the children and families.
Teachers' commitment to embedding te reo Maori and te ao Māori in the programme is evident. They continue to build their knowledge, capability and confidence with bicultural practice to continue to support ongoing positive outcomes for Māori children.
The head teacher and new teaching team meet regularly to plan and work collaboratively. Teachers have good opportunities for ongoing quality professional development. It is timely to consider ways to strengthen leadership opportunities for teachers in curriculum planning and assessment.
Internal evaluation is well embedded and is focused on positive outcomes for children and the ongoing sustainability of the kindergarten. The strategic plan and annual plan guide the future direction of the centre. Policies and procedures are regularly updated. The management committee are committed to the philosophy of the kindergarten and actively support equitable access to learning opportunities for all children.
The key next steps include:
strengthening curriculum planning and assessment systems by focusing on children's individual learning dispositions, interests and strengths
continuing to grow the teaching team by promoting leadership opportunities and building teacher capability.
Before the review, the staff and management of Edmonton Community 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 - Te Tai Raki
25 March 2020
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 |
Te Atatu South, Auckland |
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|
Ministry of Education profile number |
20045 |
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|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
30 children over 2 years old |
||
|
Service roll |
47 |
||
|
Gender composition |
Boys 31 Girls 16 |
||
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Ethnic composition |
Māori |
13 |
|
|
Percentage of qualified teachers |
80% + |
||
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Reported ratios of staff to children |
Over 2 |
1:10 |
Meets minimum requirements |
|
Review team on site |
February 2020 |
||
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Date of this report |
25 March 2020 |
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|
Most recent ERO report(s) |
Education Review |
December 2015 |
|
|
Education Review |
October 2012 |
||
|
Education Review |
September 2009 |
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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:
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.
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.
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.
Edmonton Community Kindergarten is a community-based kindergarten in Te Atatu South that is located behind the Te Atatu Community Centre. The centre is licensed for up to 30 children between two and five years of age. Children and their families have diverse cultural backgrounds. The kindergarten is a not-for-profit, incorporated society. It has been open for 40 years and has strong connections to the local community.
The kindergarten’s philosophy places strong emphasis on providing high quality and affordable early childhood education experiences in partnership with parents, whānau and the community. Its curriculum also promotes NZ’s bicultural partnership and reflects a commitment to the principles of Te Whāriki, the New Zealand early childhood curriculum. Teachers emphasise respectful relationships and view children as capable, competent learners.
The kindergarten is governed by a management committee that works collaboratively with staff to monitor the strategic priorities of the centre. The committee delegates day-to-day management of the centre to the head teacher. The head teacher and two other teachers are qualified and registered. Teachers reflect some of the different cultures that make up the kindergarten’s community.
Positive aspects identified in ERO’s previous reports on the centre have been sustained over time. Respectful relationships, a responsive learning programme, a well resourced learning environment and effective leadership practices are continuing features of the centre. Since ERO’s 2012 report, robust self-review processes have been developed to further enhance learning outcomes for children.
Children enjoy a strong sense of belonging and connection to the centre. They know the routines well and are supported to be independent in their play and learning. Children relate very well to each other. They are respectful of others’ choices and need for space. There are good opportunities for children to work collaboratively or to play on their own. Children use imaginative play and exploration to extend their learning. Children have many opportunities to problem solve. They actively initiate and lead their own play.
The environment is very well resourced. Children can readily access materials to support their interests. They are supported by teachers to extend their thinking, be creative, and to learn at their own pace. There is a genuine focus on environmental sustainability and learning activities that invite children to explore in natural surroundings. Children enjoy being involved in caring for plants in the centre’s gardens.
Teachers work well together as a cohesive team. Their calm interactions with children foster children’s wellbeing and learning. Teachers are very good at listening to children and asking openended questions to promote conversation and thinking skills. They talk about children’s preferences and interests.
Teachers know their parent community very well. There are many opportunities for teachers to provide leadership and to work collaboratively with a shared purpose. Teachers are strongly focused on positive outcomes for children.
Parents of children attending the centre appreciate the ways in which centre staff are culturally inclusive and show respect for children’s different backgrounds. Parents’ aspirations are sought and valued by teachers.
The curriculum reflects a commitment to promoting the principles of Te Tiriti o Waitangi. Its bicultural focus reflects the centre’s philosophy of inclusion. There is a collaborative planning process responding to children’s interests and strengths. Teachers discuss their observations of children’s learning and work together to extend these interests and strengths. Children’s individual portfolios are an attractive celebration of their achievements. Learning stories include a good balance of children’s individual and group learning. Format of these stories invites children and parent feedback to inform further long-term planning.
The head teacher leads the teaching team well. Her skilled, experienced and well considered leadership impacts positively on centre operations. She models and promotes lifelong learning and has sought relevant external professional support for teachers.
The management committee are well informed through regular reports about the centre’s progress. Comprehensive strategic and annual plans help committee members to make decisions about key centre priorities. They are committed to ensuring the centre meets its strategic goals. A strong policy framework enables the centre to respond efficiently to legislative changes.
Self-review is well understood and well documented. Changes to self-review processes have enabled staff to evaluate the effectiveness of their practice and make improvements to outcomes for children. Recent self review has identified ways in which teachers can further extend children’s learning.
To enhance existing high quality practices the head teacher and teachers have identified that they could:
Before the review, the staff and management of Edmonton Community 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 Edmonton Community Kindergarten will be in four years.
Graham Randell
Deputy Chief Review Officer Northern
3 December 2015
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 |
Te Atatu South, Auckland |
||
|
Ministry of Education profile number |
20045 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
30 children, including up to 0 aged under 2 |
||
|
Service roll |
60 |
||
|
Gender composition |
Girls 36 Boys 24 |
||
|
Ethnic composition |
Māori Pākehā Samoan Chinese Tongan Cook Island other Asian other Pacific other European |
12 24 6 3 3 1 6 3 2 |
|
|
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 |
October 2015 |
||
|
Date of this report |
3 December 2015 |
||
|
Most recent ERO report(s) |
Education Review |
October 2012 |
|
|
Education Review |
September 2009 |
||
|
Education Review |
September 2006 |
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.
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.