Farm Cove Kindergarten

Education institution number:
5113
Service type:
Free Kindergarten
Definition:
Not Applicable
Total roll:
41
Telephone:
Address:

20 Galloway Crescent, Pakuranga, Auckland

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Farm Cove Kindergarten - 13/02/2020

1 Evaluation of Farm Cove Kindergarten

How well placed is Farm Cove Kindergarten to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Farm Cove Kindergarten is well placed to promote positive learning outcomes for children.

ERO's findings that support this overall judgement are summarised below.

Background

Farmcove Kindergarten is licensed for up to 40 children over two years of age. It offers six-hour days and serves a culturally diverse community. It is located in the grounds of Wakaraanga Primary School.

The kindergarten is staffed by a head teacher and three other registered teachers, a teaching assistant, a teacher aide and an administrator. Teachers have continued the good teaching practices noted in ERO’s 2016 report. Since the 2016 ERO report a new teaching team and head teacher have been appointed.

The kindergarten's philosophy is based on the values atawhai, respect, trust and inclusiveness. Teachers encourage children to self-manage, initiate play with others, build friendships and be resilient. Their teaching approach is founded on the principles, strands and goals of Te Whāriki, the early childhood curriculum. Teachers have fully engaged in the AKA Whakamanawa programme to strengthen their bicultural practices.

The kindergarten is part of the Auckland Kindergarten Association (AKA), which provides leadership, a framework of policies and operational guidelines, support personnel and programmes of professional learning and development for staff. A new AKA structure and new leadership roles have been established, and new personnel appointed.

This review was part of a cluster of eight reviews in the Auckland Kindergarten Association.

The Review Findings

Children are confident and capable learners. They play cooperatively, have fun and enjoy opportunities to be leaders and innovators. They show care and concern for others and an eagerness to learn. Children happily share their ideas in sustained conversations with teachers and their peers. They celebrate their own and other children's achievements.

Children learn in a very well resourced environment that encourages them to explore, and to initiate and sustain play. Te reo and tikanga Māori are promoted in the kindergarten. Resources, displays and equipment affirm children’s cultural backgrounds and reflect their current interests and ideas. The large outdoor area provides good opportunities for natural science, physical challenge and imaginative play. Children have a strong sense of belonging in and ownership of their kindergarten.

Teachers value and facilitate child-led, play-based learning. They encourage children to share ideas, develop their own theories and build on what they already know. They nurture children’s curiosity, creativity and problem solving through play. Children’s oral language and use of writing, mathematics and science are extended through skilful teaching strategies woven into everyday experiences.

Respectful and responsive relationships between adults and children contribute to the strong sense of community in the kindergarten. Although the teaching team is relatively new, teachers know children and their whānau well. Teachers actively encourage parent and whānau engagement in children’s learning. They keep whānau well informed, provide many ways for them to share their aspirations and encourage them to share their strengths. Transitions to school are well supported and teachers are looking for ways to further strengthen this process.

Teachers provide a well-planned, inclusive programme that is responsive to children's strengths, cultures and interests. The programme reflects Te Whāriki and provides meaningful learning experiences for children. Comprehensive programme documentation makes children's learning and parents' aspirations visible. Children’s portfolios, including e-portfolios, are highly valued and frequently added to by families.

Teachers maintain a calm, nurturing atmosphere in which children have space and time to explore, play and learn at their own pace. They reflect on their own practice and continuously look for additional ways to support children's wellbeing and learning. Teachers are focused on promoting equity and positive educational outcomes for children. They work collaboratively, share strengths and have areas of leadership.

Internal evaluation processes are focused on improving teachers' practice and outcomes for children. The head teacher provides professional leadership and leads with a shared vision and clear direction for the future.

The AKA continues to provide support for kindergartens to strengthen bicultural practices. In many instances this has made a significant difference to teachers' confidence and capability. Specialist support impacts positively on teachers’ inclusion of children with additional learning needs. Priority is being given to re-establishing and supporting Parent Whānau Groups in all kindergartens. The strategic direction being established by new AKA leaders is providing a positive framework for kindergartens’ annual planning.

Key Next Steps

Key next steps for the kindergarten include continuing to:

  • strengthen the use of internal evaluation to focus on the effectiveness of kindergarten processes and practices and guide kindergarten developments

  • refine assessment and planning practices through more visible continuity of learning in portfolios, including how progress is evaluated over time

  • deepen partnerships with parents and whānau.

It would be useful for AKA managers to:

  • clarify new roles and engage teaching teams in the implementation of the new structure across the AKA

  • increase the rigour of monitoring and quality assurance, and strengthen internal evaluation at all levels of the AKA

  • identify and implement strategies for achieving greater consistency of the practices that are strengths in some kindergartens, across the AKA.

Management Assurance on Legal Requirements

Before the review, the staff and management of Farm Cove 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.

Steve Tanner

Director Review and Improvement Services (Northern)

Northern Region - Te Tai Raki

13 February 2020

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

Pakuranga, Auckland

Ministry of Education profile number

5113

Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

40 children over 2 years of age

Service roll

45

Gender composition

Girls 25 Boys 20

Ethnic composition

Māori
NZ European/Pākehā
Asian
other ethnic groups

2
24
16
3

Percentage of qualified teachers

80% +

Reported ratios of staff to children

Over 2

1:10

Meets minimum requirements

Review team on site

November 2019

Date of this report

13 February 2020

Most recent ERO report(s)

Education Review

May 2016

Education Review

April 2013

Education Review

September 2009

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

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.

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.

Farm Cove Kindergarten - 27/05/2016

1 Evaluation of Farm Cove Kindergarten

How well placed is Farm Cove 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

Farm Cove Kindergarten, in Pakuranga was previously known as Whiteacres Kindergarten. It is licensed for up to 40 children over two years and it offers sessions similar to school hours. The kindergarten is part of the Auckland Kindergarten Association (AKA), which provides a governance and management framework to support kindergarten operations. The kindergarten is on the grounds of Wakaaranga Primary School.

The kindergarten's teaching philosophy focuses on inclusion of all children in respectful ways. It promotes bicultural and environmentally sustainable practices. Since the 2013 ERO review two new permanent teachers have been appointed. The team includes four qualified and registered teachers, an administrator, and a teacher aide.

The 2013 ERO report identified strengths in the learning programme that gave children a strong sense of belonging. Teachers continue to plan and implement a stimulating programme that is clearly influenced by Te Whāriki, the early childhood curriculum.

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

The kindergarten draws families from the local area and retains a strong sense of history and community. The environment is presented in an interesting way that invites children to investigate and explore. Good quality resources are promoting children's independent purposeful play.

Children are settled and independent learners and they actively engage in the programme. They communicate well with each other and adults. Children play well together in pairs or in small groups. Friendships are formed, and children develop social and useful negotiation skills as they play with each other. Flexible routines provide opportunities for children to enjoy extended periods of social and imaginative play.

A whānau atmosphere and respectful, caring relationships are evident amongst children, teachers and parents. Teachers listen and respond to children’s ideas. Children who speak other languages are well supported. Teachers use mat time to promote more complex ideas that children can incorporate into their play. They could better document children's ideas and include these in their programme planning.

Teachers are committed to providing bicultural practices and they are sensitive to the aspirations of Māori whānau. Teachers' use and understanding of te reo me ngā tikanga Māori is growing and they use some kupu Māori in children's learning stories. Te reo Māori and waiata are mostly used during mat times. Parents who spoke with ERO appreciate how children share waiata with family members at home.

Teachers support learning through play that is initiated and led by children. The programme is developed on the basis of children’s interests. Literacy, numeracy, science and technology are integrated in play contexts that are meaningful to children.

Self review has been an integral aspect of improving teaching practice, and the daily learning programme, with a focus on promoting positive outcomes 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 is aligned with AKA and kindergarten strategic plans. This process monitors quality, and promotes ongoing improvement in the kindergartens.

Key Next Steps

Teachers have identified appropriate priorities for development that include:

  • documenting assessment, planning and evaluation

  • further developing bicultural practices

  • developing children's portfolios by including parent perspectives, and children's cultural identity, interests, and learning progress

  • making teacher appraisal goals more specific and achievable within a specific timeframe.

Management Assurance on Legal Requirements

Before the review, the staff and management of Farm Cove 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 Farm Cove Kindergarten will be in three years.

Graham Randell

Deputy Chief Review Officer Northern

27 May 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

Pakuranga, Auckland

Ministry of Education profile number

5113

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

48

Gender composition

Boys 29, Girls 19

Ethnic composition

Māori

Pākehā

Chinese

Fijian

Indian

Middle Eastern

Samoan

Cook Island Māori

Tongan

Others

4

17

14

2

2

2

2

1

1

3

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

March 2016

Date of this report

27 May 2016

Most recent ERO report(s)

 

Education Review

April 2013

Education Review

September 2009

Education Review

June 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.