33 Kimberley Road, Epsom, Auckland
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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.
Epsom North Kindergarten operates a Kindergarten Day Model (KDM) which enables children to attend up to six hours daily. The kindergarten is licensed for up to 30 children over two years of age. The roll includes small numbers of Māori and Pacific children, and an increasing number of children from diverse ethnic backgrounds, many of whom are learning English as an additional language.
The kindergarten's philosophy emphasises a strong belief in providing a welcoming and inclusive learning environment. It also promotes a culturally appropriate programme that fosters learning through play, social interactions and equitable opportunities. Programmes are underpinned by
Te Whāriki, the early childhood curriculum.
Since the 2015 ERO review, there have been changes to the teaching team. There are three qualified teachers, one of whom has recently been appointed. Support staff include a teaching assistant, who is bilingual in Mandarin, an administrator who supports the teaching team and a teacher-aide who supports teachers and children.
The kindergarten has a positive ERO reporting history. The 2015 ERO report noted several key strengths including strong fostering of children's interests, a stimulating environment, and support for children to be self-managing. These good practices continue and teachers have responded well to the next steps identified in the ERO report.
The kindergarten is part of the Auckland Kindergarten Association (AKA), which provides a governance and management framework. Professional support personnel assist teachers with curriculum, management and property matters. There continues to be a period of transition for staff as they adapt to changes in AKA operational practices.
This review was part of a cluster of 10 kindergarten reviews in the Auckland Kindergarten Association.
Children enjoy positive relationships with their peers and other adults. Teachers' interactions with children are respectful and responsive. Children are encouraged to take responsibility for aspects of their wellbeing. Tuakana/teina relationships help them to support each other in their play. Inclusive practices are promoted and support all children, including those with additional learning needs.
Children are happy and enjoy a strong sense of belonging in the centre. They participate in a variety of learning experiences in a well-resourced environment. Children settle quickly to play choices that they engage in for sustained periods of time. Oral language is promoted to help children to confidently express their ideas and opinions.
Teachers know children well. They work collaboratively to respond to children’s interests and strengths. The Epsom North News, an attractive weekly diary, provides information for parents about children's learning. Assessment records focus on children's learning dispositions and events at the kindergarten. Parent engagement is increasing through the use of an online portal.
Teachers prioritise a bicultural programme, including the use of te reo Māori as part of their conversations. Children's diverse cultures are celebrated and they are encouraged to speak their home languages. Parents feel welcome and contribute well to the programme.
A well-documented long term plan supports the service's strategic direction. The philosophy is regularly reviewed, and internal evaluation is responsive to kindergarten priorities.
AKA is reviewing its appraisal processes to align with new Education Council requirements. As part of this development, leaders should ensure that there is depth and an improvement focus in teachers’ reflection and professional goals.
Key next steps identified for ongoing improvement include:
Before the review, the staff and management of Epsom North 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 Epsom North Kindergarten will be in three years.
Julie Foley
Deputy Chief Review Officer Northern (Acting)
Te Tai Raki - Northern Region
8 February 2018
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 |
Epsom, Auckland |
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Ministry of Education profile number |
5639 |
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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 over 2 years of age |
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Service roll |
44 |
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Gender composition |
Girls 22 |
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Ethnic composition |
Māori |
2 |
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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 2017 |
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Date of this report |
8 February 2018 |
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Most recent ERO report(s) |
Education Review |
March 2015 |
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|
Education Review |
November 2011 |
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|
Education Review |
December 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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Epsom North Kindergarten in Auckland provides education and care for up to 30 children over two years old. The kindergarten provides morning and afternoon session options, as well as a six-hour session each week day. It operates as part of the Auckland Kindergarten Association (AKA), which provides a policy framework and good professional guidance for teachers. The AKA has high expectations that teachers will provide a bicultural programme.
The head teacher and one other teacher have been together as a team since 2008. A third teacher joined the team in 2013 as a result of the change to the six-hour Kindergarten Day Model. An administrator and a teaching assistant also support teachers.
The 2011 ERO report identified many positive features of the service. Strengths were noted in the quality of children’s play, the strong partnerships with families and whānau, and teachers’ skilful support for literacy, science and mathematics learning. At that time teachers identified the need to enhance the quality of self review and further develop children’s early understandings of ICT and environmentally sustainable practices. Teachers have responded positively to these next steps, using professional learning opportunities to build on existing very good practices.
This review was part of a cluster of 10 kindergarten reviews in the Auckland Kindergarten Association.
Children are self-motivated, confident explorers who lead their own play. They learn in a stimulating, well resourced environment that supports their sustained engagement in play and learning. They have many opportunities to experience literacy, numeracy, science and environmental practices through meaningful play activities. Children choose to play independently or in small collaborative groups. Teachers focus on building self-management skills as children prepare for transition to school. Children’s portfolios show how they have genuine opportunities for leadership.
The curriculum is underpinned by the principles of Te Whāriki, the early childhood curriculum, bicultural practices and partnerships with parents/whānau. The development of children’s dispositions is embedded in the programme. Children’s ideas and parents’ aspirations are sought and valued. Families are encouraged to be active partners in the kindergarten. Parents appreciate the strong sense of belonging that teachers provide for children.
Teachers are inclusive and culturally responsive. They celebrate cultural diversity and the knowledge their families bring. Their respectful interactions, high expectations and sustained conversations contribute to children being confident capable learners. Teachers have extensive knowledge of children’s interests, needs and home experiences. They respect children’s work, foster their strengths and nurture their interests.
Sound systems for self review guide teaching practice and inform programme improvements. The head teacher promotes effective professional development and shared leadership practices. Teachers are reflective practitioners who value ongoing professional development. They work collegially using a high trust model.
The Auckland Kindergarten Association continues to promote positive strategies which include professional learning and development that strengthens teachers’ skills, knowledge and practice. Distributed leadership and sharing of expertise among kindergarten teaching teams are also promoted, and the sharing of knowledge and expertise within the association is encouraged. Association leaders are currently reviewing the appraisal process and continue to explore appropriate ways to support teachers to deliver high quality outcomes for children.
Teachers, the professional services manager and ERO agree that key next steps for the kindergarten should include:
Before the review, the staff and management of Epsom North 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.
The next ERO review of Epsom North Kindergarten will be in three years.
Dale Bailey
Deputy Chief Review Officer Northern
4 March 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 |
Epsom, Auckland |
||
|
Ministry of Education profile number |
5639 |
||
|
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 |
46 |
||
|
Gender composition |
Boys 24 Girls 22 |
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Ethnic composition |
NZ European/Pākehā Chinese Indian Middle Eastern Australian Korea other |
18 10 4 4 3 3 4 |
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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 |
Meets minimum requirements |
|
Review team on site |
November 2014 |
||
|
Date of this report |
4 March 2015 |
||
|
Most recent ERO report(s) |
Education Review |
November 2011 |
|
|
Education Review |
December 2008 |
||
|
Education Review |
January 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:
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.