41 Lincoln Road, Henderson, Auckland
View on mapAkarangi | Quality Evaluation evaluates the extent to which this early childhood service has the learning and organisational conditions to support equitable and excellent outcomes for all learners. Te Ara Poutama Indicators of quality for early childhood education: what matters most are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. Judgements are made in relation to the Outcomes Indicators, Learning and Organisational Conditions. The Evaluation Judgement Rubric derived from the indicators, is used to inform ERO’s judgements about this service’s performance in promoting equity and excellence.
ERO’s judgements for Kelly’s Preschool are as follows:
Outcome Indicators(What the service knows about outcomes for learners) |
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Ngā Akatoro Domains |
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Learning ConditionsOrganisational Conditions |
Whāngai Establishing |
Kelly’s Preschool changed ownership and was relicensed in 2021. The service is privately owned and managed by a qualified teacher. The curriculum is led by the service provider and two qualified teachers. Approximately a third of the children attending are of Māori heritage. This is the first ERO review of the service under new ownership.
Teachers provide learners with freedom to make sense of their world through child-led play. The service philosophy promotes learning through play and developing children’s social and self-help skills. The environment has been planned and resourced to reflect children’s cultures, which include Māori, Pacific and diverse cultures.
There is a focus on inclusive practice, and equity as inclusion is firmly established in the leader’s and teachers’ approach to learning. Children with additional learning and development needs are intentionally responded to by the leader and teachers. Teachers seek the aspirations of whānau and advice from external agencies to collectively work on supporting children’s learning goals.
Children are well known by the teachers who purposefully plan for their individual learning. Teachers are yet to formally evaluate their planning and assessment to understand how well the curriculum is responding to individual children’s learning priorities.
Parent and whānau perspectives are sought by teachers to sustain positive, professional relationships. Teachers now need to build on these well-established relationships with parents, by purposefully documenting and integrating whānau aspirations to strengthen planning and learning for children.
There is some representation of children’s individual identities within the learning environment and strategic objectives, including those of Māori and Pacific heritage. Te reo Māori words and phrases are well understood and used by children in planned teaching experiences. Continuing to strengthen ways to support children’s cultural identities by integrating their language and culture into individualised planning and assessment, is a service priority.
Service leaders are establishing useful systems to support decision making, and some are in the early stages of development and implementation. These include:
a strategic plan that is comprehensive with clear objectives including a commitment to Te Tiriti o Waitangi
professional development and teaching inquiries that focus on building capability and shared understanding of good teaching practice
review and internal evaluation, although at an early stage, are focused on the learner, with links to the learning outcomes of Te Whāriki, the early childhood curriculum
building team collaboration.
Kelly’s Preschool will include the following actions in its Quality Improvement Planning:
Develop learning-focused partnerships that purposefully document and integrate whānau aspirations for children’s learning.
Teachers to strengthen their practice to be culturally responsive to the individual child.
Formally evaluate planning and assessment to monitor how well children’s learning priorities are being achieved, and use evaluation findings to adapt how teachers plan for children’s learning.
Before the review, the staff and management of Kelly’s Preschool completed an ERO 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; safety checking; teacher registration; ratios)
relevant evacuation procedures and practices.
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
Filivaifale Jason Swann
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki
4 November 2022
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Early Childhood Service Name: |
Kelly’s Preschool |
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Profile Number |
46041 |
| Location | Henderson, Auckland |
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Service type |
Education and care service |
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Number licensed for |
30 children aged over 2 years |
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Percentage of qualified teachers |
80-99% |
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Service roll |
20 |
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Review team on site |
August 2022 |
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Date of this report |
4 November 2022 |
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Most recent ERO report(s) |
Education Review, February 2018 |
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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.
Kelly's Preschool is located in Henderson, Auckland. The privately owned, family-orientated centre is licensed for up to 30 children from two to five years of age. Full day and sessional options are available for families. The roll reflects the cultural diversity of the community.
The centre's philosophy promotes early childhood practices that focus on children learning through play. Underpinning this philosophy is the creation of a homely environment where children are happy, safe and secure. The centre has built close and reciprocal relationships with families.
Since the 2014 ERO report the centre has a new owner and head teacher. There have also been recent changes in the teaching team. There are currently three qualified teachers and one teacher in training.
Children and their parents/whānau are warmly welcomed into the centre. Parents value the nurturing, respectful relationships that their children experience, and the good teacher to child ratio.
Children are friendly and play collaboratively with their peers. Teachers work alongside children, and use play based practices from Te Whāriki, Early Childhood Curriculum, to facilitate activities and learning with children.
The environment has a home-like and calm atmosphere. This provides a sense of security and well-being for children. Easy access through the centre to the spacious and attractive indoor and outdoor learning environments supports children in their learning and play.
Children's records of learning outline their participation in the programmes. They provide an attractive record of individual learning dispositions and development. It is timely to review these records so that they reflect each child's identity, language and culture, and show evidence of children's learning over time.
Celebrating different cultural events that reflect the cultural diversity of children is a feature of the centre. Aspects of this can be seen in children's spoken word and in centre cultural celebrations. The head teacher models bicultural practice. She willingly shares her knowledge of te ao Māori and te reo ōna tikanga Māori with teachers and children. This continues to be a priority area for the service.
Teachers use what they notice about children's interests to respond to and promote children's learning. Teachers meet regularly to plan activities for children. The head teacher agrees that teachers could think more deeply about how the programme and resources contribute to extending children's learning experiences, and encourage children to experiment and use their imagination.
Managers have focused on building an effective team, and using clear centre frameworks to provide guidance and support for teachers. The owner provides professional development for staff. She values a collaborative working approach that promotes leadership opportunities for teachers. The head teacher has embraced opportunities to build her leadership capability.
The owner and head teacher are continuing to refine the centre's good systems and processes. Governance policies and procedures are regularly reviewed. The strategic plan is aligned to the annual plan to guide the future direction of the centre. A new teacher appraisal system is about to be implemented.
The owner and head teacher agree that key next steps include, accessing external professional development to:
Before the review, the staff and management of Kelly's Preschool 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.
In order to improve current practice, the owner should annually implement an appraisal system that aligns with updated Educational Council requirements and reflects effective current teaching practice.
The next ERO review of Kelly's Preschool will be in three years.
Julie Foley
Deputy Chief Review Officer Northern (Acting)
Te Tai Raki - Northern Region
22 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 |
Henderson, Auckland |
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Ministry of Education profile number |
46041 |
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Licence type |
Education & Care Service |
||
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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 25 |
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Ethnic composition |
Māori |
12 |
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Percentage of qualified teachers |
80% + |
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Reported ratios of staff to children |
Over 2 |
1:6 |
Better than minimum requirements |
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Review team on site |
January 2018 |
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Date of this report |
22 February 2018 |
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Most recent ERO report(s) |
Education Review |
August 2014 |
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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.
Kelly’s Preschool, located in Henderson, opened in October 2012. The centre offers all day education and care in a purposefully modified home and is licensed for 30 children over the age of two years. The roll reflects Henderson’s multi-cultural community.
The centre philosophy is based on the concept of growing life-long learners. It emphasises a commitment to providing a curriculum that promotes the bi-cultural heritage of New Zealand. The centre provides opportunities for children to experience additional specialist physical education instruction, provided by external providers.
This is the first ERO review of the centre.
Children demonstrate a strong sense of belonging to the centre. They are well cared for and settle quickly into the programme. They enjoy nurturing relationships with adults. Teachers support and value children's cultures and languages. They foster bicultural practices by making genuine efforts to use te reo Māori and include aspects of tikanga Māori. The owner supports families financially to enable the children to have access to early childhood education.
Children learn in a well resourced and attractive environment that reflects aspects of their learning. They make good use of a well-stocked library. Children have many opportunities to learn. They freely choose equipment of interest to them and select from a variety of planned learning activities. The centre has many resources to support children's literacy and mathematics development.
Teachers are trialling new ways to assess children's learning and to plan educational programmes that are responsive to children's emerging interests. They are developing children's portfolios of learning. Teachers aim to ensure that children's ongoing learning and development is recorded and used to plan activities that extend and challenge them further. The owner is interested in including local history in the curriculum. She agrees that the current programme, designed to help children’s’ transition to school, should be reviewed to be more in line with Te Whāriki, the early childhood curriculum.
The owner focuses on building strong positive relationships with the centre’s community. She offers regular opportunities for parents to share their aspirations for their children and requests feedback from parents about policies and programmes.
Kelly’s Preschool has been operating for 18 months. During this time appropriate management policies and procedures have been established to support the centre’s operations. The owner has identified that they are now ready to review the effectiveness of the centre’s mission statement, management systems and self review procedures, including teacher appraisal processes.
ERO, the owner and head teacher agree that the key next steps for managers and teachers include:
Before the review, the staff and management of Kelly's Preschool completed an ERO Centre Assurance Statement and Self-Audit Checklist. In these documents they attested that they select ‘have’ or ‘have not’ 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 Kelly's Preschool will be in three years.
Dale Bailey National Manager Review Services Northern Region
22 August 2014
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 |
Henderson, Auckland |
||
|
Ministry of Education profile number |
46041 |
||
|
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 |
48 |
||
|
Gender composition |
Girls 26 Boys 22 |
||
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Ethnic composition |
Māori NZ European/Pākehā Filipino other |
15 9 7 17 |
|
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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 |
1:6 |
Better than minimum requirements |
|
Review team on site |
July 2014 |
||
|
Date of this report |
22 August 2014 |
||
|
Most recent ERO report(s)
|
No previous ERO reports |
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.